Guide to the Kindergarten and Intermediate Class; and Moral Culture of Infancy.

arliest education, giving the Science of Form precedence to that of numbers. Of course he does not mean that logical demonstration is to form one of the exercises

hed by Hickling, Swan & Co., in Boston,) to further an exercise whi

cribe a cube as a solid figure with six equal sides, and eight corners. Then take a solid triangle from the box and draw out by questions that it has five sides and six corners, that thre

s parts, the cylinder, &c. Do not require the definition-formulas at first, but content your

ubservient to another step,

rp as some of them; or as blunt as some? Spreading out the triangle before them say, which is the sharpest corner, and which the bluntest? and let the children compare them with the corners of the square, by laying them upon the square. They will see that the square corners are neither blunt nor sharp, but as they will perhaps say, strai

word for sharp, and obtuse another word for blunt; (or these two Latin words m

ow does it differ from a square? Are all four sides different from each other? Which sides are alike? How are the corners (or angles)? In what, then, is it like a square? In what does it differ? Bring out from the child at last the description of an oblong, as a four-sided figure with straight corners (or right angles), and its opposite sides equal. Contrast it with some parallelogram which is not a rectangle, and which you must have ready. Let them now fold their oblongs again, and crease the folds; then ask them to unfold and say what they have, and they will fin

a lesson, and if the children are sm

, on account of its being three-cornered, it is called a triangle. Now let them compare the angles, and they will find that there is one straight corner (right angle) and two sharp corners (acute angles). Ask them if the sides are equal, and they will find that two sides are equal and the other side longer. Set up the triangle on its base, so that the equal sides may be in the attitude of the outstretched legs of a man; call their attention to this by a question, and then say, on account of this shape this triangle is called equal-legge

al? are all triangles similar? What is the difference between a square and oblong? What is the difference between a square and a triangle? What is the difference between a square and a rhombus? What kind of corners has a rhombus? In what is a square like a rhombus? How do you describe a triangle? What is the name of the triangles you have learnt about? They will answer right-angled, equal-legged triangles. Then give them each a hexagon, and ask them what kind of corners it has? Whether any one is more blunt than another? Whether any side is greater than another? How many sides has it? And then draw out from them that a hexagon is a figure of six equal sides, with six obtuse angles, just equal to each other in their obtuseness. Having done this, direct the folding till they have divided the hexagon into six triangles, meeting at the c

f the children by questions. As there is no common name for this figure, name it trapezoid at once. Then let them fold the paper to make two parallelograms at right angles with the first two, and they will have two equal squares, and four equal isosceles triangles, which are equal to the two squares. Now fold the paper into two triangles, and you will have eight triangles meeting in the centre by their vertices, all of which are right-angled and equa

ns, regular or irregular, into triangles, and thus let them learn tha

allel to the base. Grund's "Plane Geometry" will help a teacher to lessons on proportion, and can be almost whol

e added. It would take a volume to exhaust the subject. Enough has been said to give an idea to a capable teacher. Care must be taken that the consideration should be always of concrete not of abstract forms. Mr. Hill says his "Fir

ars of age, with whom I read over Mr. Hill's "Geometry for Beginners" for his amusement, in two months after invented a self-movi